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Why do novices use examples so extensively, no matter which subject area? Examples are often helpful because they reveal how to get from problem descriptions to theoretical re-formulations. Moreover, problem solving in semantically rich domains, like physics, requires one to translate a given problem description into theoretical concepts. We address some of the important issues of knowledge transfer, in the context of introductory mechanics, using data from an on-going sample-exam study conducted at Worcester Polytechnic Institute.

Physics Education Research Conference 2004
Part of the PER Conference series
Sacramento, California:
August 4-5, 2004
Volume 790, Pages 161-164

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